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S

G R A D E 2

C o r e K n o w l e d g e L a n g u a g e A r t s ® • N e w Y

o r k E d

i t i o n • S k i l l s S t r a n d

Unit 1Teacher Guide

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Unit 1Teacher Guide

Skills Strand

GRADE 2

Core Knowledge Language Arts®

New York Edition

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Table of Contents

Unit 1Teacher Guide

Alignment Chart for Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Back-to-School Week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Lesson 1: Basic Code Spellings for /a/, /i/, /p/, /b/, /t/, /d/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Lesson 2: Basic Code Spellings for /o/, /e/, /u/, /k/, /g/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Lesson 3: Basic Code Spellings for /k/, /j/, /v/, /f/, /h/, /l/. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Lesson 4: Basic Code Spellings for /th/, /th/, /n/, /ng/, /sh/, /ch/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Lesson 5: Basic Code Spellings for /s/, /z/, /m/, /w/, /r/, /y/, /x/, /qu/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Lesson 6: Assessment “Snacks” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Lesson 7: Assessment “Prince Vincent”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Lesson 8: Assessment “The Beach” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Lesson 9: Assessment “Sink or Float”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Lesson 10: Assessment Word Reading Placement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Placement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Review Lessons

Lesson 11: Tricky Words: the, he, she, we, be, me; Double Letter Spellings ‘bb’, ‘cc’, ‘ck’, ‘dd’, ‘ff’, ‘gg’, ‘ll’ . . . . . . . . . . . 77

Lesson 12: Tricky Words: was, of , a; Double Letter Spellings ‘mm’, ‘nn’, ‘pp’, ‘rr’, ‘ss’, ‘tt’, ‘zz’ . . . . . . . . . . . . . . . . . . 84

Lesson 13: Read Two-Syllable Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Lesson 14: Tricky Words: do, down, how , to; Tricky Spelling ‘g’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Lesson 15: Tricky Spelling ‘c’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

Lesson 16: Spelling Alternatives ‘qu’, ‘wh’, ‘wr’, ‘kn’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Lesson 17: Tricky Words: what , where, why , from; Spelling Alternatives ‘ge’, ‘ve’ . . . . . . . . . . . . . . . . . . . . . . . 117

Lesson 18: Tricky Words: once, one; Spelling Alternatives ‘se’, ‘ce’, ‘tch’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Lesson 19: Past Tense –ed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Lesson 20: Tricky Spelling ‘s’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Lesson 21: Tricky Spelling ‘n’; Tricky Words: could , would , should . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

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Lesson 22: Tricky Words: there, said , says, word ; Unit Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146

Pausing Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

Appendices

A: Overview of the Skills Strand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192

B: Grade 1 Scope and Sequence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

C: Program Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218

Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221

Workbook Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225

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Unit 1 | Alignment Chart v© 2013 Core Knowledge Foundation

A l i g n m e n t C h a r t f o

r U n i t 1

L e s s o n

1

2 3

4

5

6

7

8

9

1 0

1 1

1 2

1 3

1 4

1 5

1 6

1 7

1 8

1 9

2 0

2 1

2 2

R e a d i n g S t a n d

a r d s f o r L i t e r a t u r e : G r a

d e 2

R a n g e o f R e a d i n g a n d L e v e l o f T e x t C o m p l e

x i t y

S T D R L . 2 . 1 0

B y t h e e n d o f t h e y e a r , r e a d a n d c o m p r e h e n d l i t e r a t u r e , i n c l u d i n g s t o r i e s a n d p o e t r y , i n t h e G r a d e s 2 – 3 t e x t c o m p l e x i t y b a n d

p r o f i c i e n t l y , w i t h

s c a f f o l d

i n g a s n e e d e d a t t h e h i g h e n d o f t h e r a n g e .

C K L A

G o a l ( s )

R e a d a n d u n d e r s t a n d

d e c o d a

b l e t e x t o f a p p r o p r i a t e

c o m p l e x i t y f o r G r a d e s 2 – 3 t h a t

i n c o r p o

r a t e s t h e s p e c i f i c c o d e

k n o w l e d g e t a u g h t

R a n g e o f R e a d i n g a n d L e v e l o f T e x t C o m p l e

x i t y

S T D R I . 2 . 1 0

B y t h e e n d o f y e a r , r e a d a n d c o m p r e h e n d i n f o r

m a t i o n a l t e x t s , i n c l u d i n g h i s t o r y / s o c i a l

s t u d i e s , s c i e n c e , a n d t e c h n i c a l t e x t s , i n

t h e G r a d e s 2 – 3

t e x t c o m

p l e x i t y b a n d p r o f i c i e n t l y .

C K L A

G o a l ( s )

R e a d i n

d e p e n d e n t l y a n d

d e m o n s t r a t e u n d e r s t a n d i n g

o f n o n f i c t i o n / i n f o r m a t i o n a l

t e x t i n t h e G r a d e s 2 – 3 t e x t

c o m p l e x i t y b a n d p r o f i c i e n t l y ,

w i t h s c a f f o l d i n g a s n e e d e d a t

t h e h i g h

e n d o f t h e r a n g e

R e a d i n g S t a n d

a r d s f o r F o u n d a t i o n a l S

k i l l s : G r a d e 2

P h o n i c s a n d W o r

d R e c o g n i t i o n

S T D R F . 2 . 3

K n o w a

n d a p p l y g r a d e - l e v e l p h o n i c s a n d w o r d

a n a l y s i s s k i l l s i n d e c o d i n g w o r d s .

S T D R F . 2 . 3 a

D i s t i n g u

i s h l o n g a n d s h o r t v o w e l s w h e n r e a d i n

g r e g u l a r l y s p e l l e d o n e - s y l l a b l e w o r d s .

C K L A

G o a l ( s )

U s e k n o w l e d g e o f t h e l e t t e r

s o u n d c

o r r e s p o n d e n c e s t h a t

h a v e b e

e n t a u g h t t o d i s t i n g u i s h

a n d c o r

r e c t l y r e a d l o n g a n d

s h o r t v o

w e l s i n o n e - s y l l a b l e

w o r d s

U n i t 1 : ‘ a ’ > / a / ; ‘ e ’ > / e / ; ‘ i ’ >

/ i / ; ‘ o ’ >

/ o / ; ‘ u ’ > / u /

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vi Unit 1 | Alignment Chart© 2013 Core Knowledge Foundation


r U n i t 1

L e s s o n

1

2 3

4

5

6

7

8

9

1 0

1 1

1 2

1 3

1 4

1 5

1 6

1 7

1 8

1 9

2 0

2 1

2 2

S T D R F . 2 . 3 c

D e c o d e

r e g u l a r l y s p e l l e d t w o - s y l l a b l e w o r d s w

i t h l o n g v o w e l s .

C K L A

G o a l ( s )

D e c o d e

t w o - s y l l a b l e w o r d s

w i t h a n y c o m b i n a t i o n o f t h e

f o l l o w i n

g s y l l a b l e t y p e s : c l o s e d

s y l l a b l e s ; m a g i c – e s y l l a b l e s ;

v o w e l d

i g r a p h s y l l a b l e s ;

r - c o n t r o

l l e d s y l l a b l e s ; o p e n

s y l l a b l e s ; c o n s o n a n t – L E

s y l l a b l e s

S T D R F . 2 . 3 d

D e c o d e

w o r d s w i t h c o m m o n p r e f i x e s a n d s u f f i x e s .

C K L A

G o a l ( s )

R e a d a n d w r i t e w o r d s w i t h t h e

f o l l o w i n

g i n f l e c t i o n a l e n d i n g s

a n d s u f f i x e s :

U n i t 1 : – i n g , – e d

S T D R F . 2 . 3 e

I d e n t i f y

w o r d s w i t h i n c o n s i s t e n t b u t c o m m o n s

p e l l i n g - s o u n d c o r r e s p o n d e n c e s .

C K L A

G o a l ( s )

R e a d a n d w r i t e w o r d s w i t h

t h e f o l l o

w i n g l e t t e r - s o u n d

c o r r e s p

o n d e n c e s :

‘ a ’ a s / a

/ ( h a t ) , / a e / ( p a p e r ) , / ə /

( a b o u t ) ,

o r / a w / ( w a l l ) ; ‘ i ’ a s / i /

( h i t ) , / i e / ( i t e m ) , o r / e e / ( s k i ) ; ‘ o ’

a s / o / ( h

o p ) , / o e / ( o p e n ) , o r / u /

( s o n ) ; ‘ e

’ a s / e / ( p e t ) , / e e / ( m e ) ,

o r / ə / ( d e b a t e ) ; ‘ u ’ a s / u e / ( u n i t )

o r / u / ( b

u t ) ; ‘ y ’ a s / y / ( y e s ) , / i e /

( t r y ) , / i / ( m y t h ) , o r / e e / ( f u n n y ) ;

‘ i r ’ ( b i r d ) , ‘ u r ’ ( h u r t ) , o r ‘ e r ’ a s

/ e r / ( h e r

) ; ‘ a r ’ > / a r / ( c a r ) o r / o r /

( w a r ) ; ‘ a l ’ > / ə / + / l / ( a n i m a l ) ; ‘ i l ’

> / ə / + / l / ( p e n c i l ) ; ‘ u l ’ > / ə / + / l /

( a w f u l ) ;

‘ e l ’ > / ə / + / l / ( t r a v e l ) , ‘ l e ’

> / ə / + / l / ( a p p l e ) ; ‘ t i o n ’ > / s h / +

/ ə / + / n / ; ‘ p h ’ > / f / ( p h o n e ) ; ‘ c h ’

> / k / ( s c

h o o l ) ; ‘ a ’ > / o / ( w a t e r )

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Unit 1 | Alignment Chart vii© 2013 Core Knowledge Foundation


r U n i t 1

L e s s o n

1

2 3

4

5

6

7

8

9

1 0

1 1

1 2

1 3

1 4

1 5

1 6

1 7

1 8

1 9

2 0

2 1

2 2

S T D R F . 2 . 3 f

R e c o g n

i z e a n d r e a d g r a d e - a p p r o p r i a t e i r r e g u l a

r l y s p e l l e d w o r d s .

C K L A

G o a l ( s )

R e a d t h

e f o l l o w i n g t r i c k y w o r d s

U n i t 1 : h e , s h e , w e , b e , m e ,

t h e , w a s , o f , a , d o , d o w n , h o w ,

t o , t w o ,

w h a t , w h e r e , w h y ,

f r o m , o n c e , o n e , c o u l d , w o u l d ,

s h o u l d ,

t h e r e , s a i d , s a y s , w h y ,

w o r d

F l u e n c y

S T D R F . 2 . 4

R e a d w

i t h s u f f i c i e n t a c c u r a c y a n d f l u e n c y t o s u p p o r t c o m p r e h e n s i o n .

C K L A

G o a l ( s )

R e a d d e c o d a b l e t e x t t h a t

i n c o r p o

r a t e s t h e l e t t e r - s o u n d

c o r r e s p

o n d e n c e s t a u g h t w i t h

s u f f i c i e n t a c c u r a c y a n d f l u e n c y

t o s u p p

o r t c o m p r e h e n s i o n

S T D R F . 2 . 4 a

R e a d g r a d e - l e v e l t e x t w i t h p u r p o s e a n d u n d e r s t a n d i n g .

C K L A

G o a l ( s )

R e a d a n d u n d e r s t a n d

d e c o d a

b l e t e x t t h a t

i n c o r p o

r a t e s l e t t e r - s o u n d

c o r r e s p


p u r p o s e a n d u n d e r s t a n d i n g

S T D R F . 2 . 4 b

R e a d g r a d e - l e v e l t e x t o r a l l y w i t h a c c u r a c y , a p p

r o p r i a t e r a t e , a n d e x p r e s s i o n o n s u c c e s s i v e r e a d i n g s .

C K L A

G o a l ( s )

R e a d d e c o d a b l e t e x t t h a t

i n c o r p o

r a t e s t h e l e t t e r - s o u n d

c o r r e s p


i n c r e a s e d a c c u r a c y , a p p r o p r i a t e

r a t e , a n

d e x p r e s s i o n o n

s u c c e s s i v e r e a d i n g s

S T D R F . 2 . 4 c

U s e c o n t e x t t o c o n f i r m o r s e l f - c o r r e c t w o r d r e c

o g n i t i o n a n d u n d e r s t a n d i n g , r e r e a d i n g

a s n e c e s s a r y .

C K L A

G o a l ( s )

U s e p h o n i c s s k i l l s i n

c o n j u n c

t i o n w i t h c o n t e x t t o

c o n f i r m

o r s e l f - c o r r e c t w o r d

r e c o g n i t i o n a n d u n d e r s t a n d i n g ,

r e r e a d i n

g a s n e c e s s a r y

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viii Unit 1 | Alignment Chart© 2013 Core Knowledge Foundation


r U n i t 1

L e s s o n

1

2 3

4

5

6

7

8

9

1 0

1 1

1 2

1 3

1 4

1 5

1 6

1 7

1 8

1 9

2 0

2 1

2 2

A d d i t i o n a l C K L A

G o a l s

C K L A

G o a l ( s )

R e a d a n d w r i t e w o r d s i n w h i c h

‘ c ’ > / k /

a s i n c a t o r / s / a s i n

c i t y ; ‘ g ’

> / g / a s i n g o t o r / j / a s

i n g e m

T e x t T y p e s a n d P u r p o s e s

S p e a k i n g a n d L i s t e n i n g S t a n d a r d s : G r a d e 2

P r e s e n t a t i o n o f K

n o w l e d g e a n d I d e a s

S T D S L . 2 . 6

P r o d u c e c o m p l e t e s e n t e n c e s w h e n a p p r o p r i a t e t o t a s k a n d s i t u a t i o n i n o r d e r t o p r o v i d e r e q u e s t e d d e t a i l o r c l a r i f i c a t i o n . ( S e e

G r a d e 2

L a n g u a g e . )

C K L A

G o a l ( s )

P r o d u c e c o m p l e t e s e n t e n c e s

w h e n a p p r o p r i a t e t o t a s k a n d

s i t u a t i o n i n o r d e r t o p r o v i d e

r e q u e s t

e d d e t a i l o r c l a r i f i c a t i o n

L a n g u a g e S t a n

d a r d s : G r a d e 2

C o n v e n t i o n s o f S

t a n d a r d E n g l i s h

S T D L . 2 . 1

D e m o n s t r a t e c o m m a n d o f t h e c o n v e n t i o n s o f s t a n d a r d E n g l i s h g r a m m a r a n d u s a g e w

h e n w r i t i n g o r s p e a k i n g .

S T D L . 2 . 1 d

F o r m a n d u s e t h e p a s t t e n s e o f f r e q u e n t l y o c c u r r i n g i r r e g u l a r v e r b s ( e . g . , s a t , h i d , t o l d ) .

C K L A

G o a l ( s )

U s e b o t h r e g u l a r a n d i r r e g u l a r

p a s t - , p

r e s e n t - , a n d f u t u r e -

t e n s e v e r b s o r a l l y a n d i n o w n

w r i t i n g

S T D L . 2 . 1 f

P r o d u c e , e x p a n d , a n d r e a r r a n g e c o m p l e t e s i m

p l e a n d c o m p o u n d s e n t e n c e s ( e . g . , T h e b o y w a t c h e d t h e m o v i e ; T h e l i t t l e b o y

w a t c h e d t h e

m o v i e ; T h e a c t i o n m o v i e w a s w a t c h e d b y t h e l i t t l e b o y ) .

C K L A

G o a l ( s )

U s e a n d e x p a n d c o m p l e t e

s i m p l e a n d c o m p o u n d

s e n t e n c

e s o r a l l y a n d i n o w n

w r i t i n g

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Unit 1 | Alignment Chart ix© 2013 Core Knowledge Foundation


r U n i t 1

L e s s o n

1

2 3

4

5

6

7

8

9

1 0

1 1

1 2

1 3

1 4

1 5

1 6

1 7

1 8

1 9

2 0

2 1

2 2

S T D L . 2 . 2

D e m o n s t r a t e c o m m a n d o f t h e c o n v e n t i o n s o f s t a n d a r d E n g l i s h c a p i t a l i z a t i o n , p u n c t u a

t i o n , a n d s p e l l i n g w h e n w r i t i n g .

S T D L . 2 . 2 d

G e n e r a l i z e l e a r n e d s p e l l i n g p a t t e r n s w h e n w r i t i n g w o r d s ( e . g . , c a g e → b a d g e ; b o y → b o i l ) .

C K L A

G o a l ( s )

S p e l l a n

d w r i t e o n e - s y l l a b l e

w o r d s u

s i n g t h e l e t t e r - s o u n d

c o r r e s p

o n d e n c e s t a u g h t i n

G r a d e 2

, u s i n g t h e I n d i v i d u a l

C o d e C

h a r t a s n e e d e d

V o c a b u l a r y A c q u i s i t i o n a n d U s e

S T D L . 2 . 4

D e t e r m i n e o r c l a r i f y t h e m e a n i n g o f u n k n o w n a

n d m u l t i p l e - m e a n i n g w o r d s a n d p h r a s e

s b a s e d o n G r a d e 2 r e a d i n g a n d c o n t e

n t , c h o o s i n g

f l e x i b l y

f r o m a n a r r a y o f s t r a t e g i e s .

S T D L . 2 . 4 d

U s e k n o w l e d g e o f t h e m e a n i n g o f i n d i v i d u a l w o r d s t o p r e d i c t t h e m e a n i n g o f c o m p o u n d w o r d s ( e . g . , b i r d h o u s e , l i g h t h o u s e , h

o u s e f l y ; b o o k s h e l f ,

n o t e b o o

k , b o o k m a r k ) .

C K L A

G o a l ( s )

U s e k n o w l e d g e o f t h e m e a n i n g

o f i n d i v i d u a l w o r d s t o p r e d i c t

t h e m e a

n i n g o f c o m p o u n d

w o r d s ( e . g . , b i r d h o u s e ,

l i g h t h o u

s e , h o u s e f l y ; b o o k s h e l f ,

n o t e b o o

k , b o o k m a r k )

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x Unit 1 | Alignment Chart© 2013 Core Knowledge Foundation

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Unit 1 | Introduction 1© 2013 Core Knowledge Foundation

Welcome

Dear Second-Grade Teacher,

Welcome to the Core Knowledge Language Arts (CKLA) program! This

program has been carefully researched and crafted in order to make every

student in your classroom a reader. The Skills portion of the program includes

the following components:

• Teacher Guide

• Student Workbook

• Student Reader

• Consonant and Vowel Code Flip Books and Spelling Card Set• Individual Code Chart

• Media Disk

• Assessment and Remediation Guide

Unit 1 will be a review for students who completed the Grade 1 CKLA

program. In Unit 1, students will review: (1) a number of spellings from

Grade1 with an emphasis on consonant sounds; (2) one- and two-syllable

words; and (3) a number of high-frequency Tricky Words. They will also read

new decodable stories from the Unit 1 Reader, The Cat Bandit .

Unit Organization

Back-to-School Week Lessons (1–5)

The Back-to-School lessons reacquaint students with the CKLA daily routines

and exercises. In addition, the Back-to-School lessons prepare students for

the placement assessments that follow this week by providing practice and

review of reading skills and code knowledge.

Student Performance Task Assessment and Placement Lessons (6–10)

Throughout the program, you will see this symbol ( ) whenever anassessment is indicated. Details regarding the assessments are described infurther detail in the Assessment and Placement sections later in the unit. It is

imperative for students to be placed in groups corresponding to their reading

performance. Students must receive instruction commensurate with their

reading development and knowledge of the code.

Introduction to Unit 1

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2 Unit 1 | Introduction© 2013 Core Knowledge Foundation

Review of Spellings-to-Sounds Lessons (11–22)

In many Skills lessons, instruction involves the teacher introducing sounds

rst, followed by teaching the spellings for sounds. For example, a teacher

would teach the sound /m/ before teaching the spelling ‘m’. Units 1 and 2 are

different as they feature instruction mainly oriented from spelling to sound.

For example, you will show students the letter ‘m’ and ask them “Whatsound would you say if you saw this spelling in a word?” You will repeat this

procedure for many more spellings throughout the Unit 1 lessons.

The review of spellings-to-sounds is good preparation for reading single

words and decodable stories because it requires students to see a letter and

say a sound, a required skill for reading printed words. Throughout Units 1

and 2, the primary focus is on recognizing spellings and reading words rather

than on hearing sounds and spelling words.

This spellings-to-sounds format allows for a rapid review of spellings, most

of which should be familiar to students. Although the pace of the spellings-

to-sound review of Unit 1 is rapid, it should be appropriate for studentswho have already learned the bulk of these letter-sound correspondences.

However, the pace will be too rapid for students who know only a few of

the letter-sound correspondences covered in Unit 1. The Story Reading

Assessment and the Word Reading Assessment will identify students who

struggle with recognition of these letter-sound correspondences. Following

administration of these assessments, some students should be placed at an

earlier point of the CKLA grade-level materials for Skills instruction.

Pausing Point

A Pausing Point section is included at the end of each unit. The Pausing

Point lists additional exercises you may assign if students need more workto achieve mastery of a particular spelling or concept. The Pausing Point

exercises are organized by objective and target specic skills. You may

choose to use the Pausing Point activities upon the completion of

Unit 1. Alternatively, sidebars throughout the Teacher Guide will notify you

of Pausing Point activities that pertain to skills being covered in the lessons.

When using Pausing Point activities before the very end of the unit, be sure to

check the word lists as they may contain words not yet decodable, but will be

decodable by the end of Unit 1. You might need to use a subset of the words

listed, limiting yourself to the decodable words.

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Week One

Day 1 (Lesson 1) Day 2 (Lesson 2) Day 3 (Lesson 3) Day 4 (Lesson 4) Day 5 (Lesson 5)

Code Flip Books andChart Review (15 min)

Code Flip Books andChart Review (15 min)

Consonant Code FlipBook and Chart Review (15 min)



Teacher Chaining (10 min)


Teacher Chaining(10 min)



Dictation (10 min) Dictation (10 min) Dictation (10 min) Dictation (10 min) Dictation (10 min)

Whole Group: “Kate Visits Nan” ( 15 min)

Whole Group: “TheCampsite” (15 min)

Whole Group: “The Hike” (15 min)

Whole Group: “The BoneMan” (15 min)

Whole Group: “The BigDig” (15 min)

Story Questions (10 min) Story Questions (10 min) Story Questions (10 min) Story Questions (10 min) Story Questions (10 min)

60 min. 60 min. 60 min. 60 min. 60 min.

Week Two


Student PerformanceTask Assessment“Snacks”

Student PerformanceTask Assessment

“Prince Vincent”; WordReading Assessment


“The Beach”; WordReading Assessment


“Sink or Float”; WordReading Assessment


Word Reading Placement Assessment

Worksheet Worksheet Worksheet Worksheet Worksheet


Week Three


Introduce SpellingWords and Family Letter (15 min)

Sentence Capitalizationand Punctuation (5 min)

Consonant Code FlipBook Review (5 min)

Tricky Words Practice(10 min)

Spelling Assessment andProcedures (15 min)

Today’s Tricky Words:the, he, she, we, be, me

(10 min)

Today’s Tricky Words:was, of , a (10 min)

Two-Syllable Words(15 min)

Today’s Tricky Words:do, down, how, to

(10 min)

Tricky Spelling ‘c’ (15 min)

Double-Letter Spellingsfor Consonant Sounds(15 min)

Double-Letter Spellingsfor Consonant Sounds(15 min)

Suffix Spelling Patterns (15 min)

The Tricky Spelling ‘g’(15 min)

Tricky Spelling ‘c’(10 min)

Partner Reading: “TheHot Dog” (20 min)

Whole Group: “TheChicken Nugget” (15 min)

Small Group: “TheChicken Nugget”; Group1: Partner Reading;Group 2: Reading withTeacher (25 min.)

The Tricky Spelling ‘g’(10 min)

Small Group: “The SnackMix”; Group 1: Readingwith Teacher; Group 2:Partner Reading (20 min)

Order of Story Events (15 min)

Small Group: “TheSnack Mix”; Group 1:Partner Reading; Group2: Reading with Teacher(15 min)


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Week Four


Introduce Spelling Wordsand Review Family Letter (15 min)

Unscramble DecodableSentences (5 min)

Sentence Capitalizationand Punctuation (5 min)

Tricky Words Practice(10 min)

Student Spelling Assessment (15 min)

Review of Spelling Alternatives for

Consonant Sounds(15 min)

Review of Spelling Alternatives for

Consonant Sounds (15 min)

Today’s Tricky Words:once, one (10 min)

Past Tense –ed (15 min) Tricky Words Review(10 min)

Spelling Alternativesfor Consonant Sounds(10 min)

Sound-Spelling Practice(10 min)

Review of Spelling Alternatives forConsonant Sounds(15 min)

Sound Search Worksheet(10 min)

The Tricky Spelling ‘s’(20 min)

Whole Group: “The Ham” (20 min)

Today’s Tricky Words:what , where, why , from

(10 min)

Sound-Spelling Practice (10 min)

Small Group: “TheMilk” Group 1: PartnerReading; Group 2:Reading with Teacher(25 min)

The Tricky Spelling ‘s’(15 min)

Whole Group: “The Fish” (20 min)

Whole Group: “The Milk” (20 min)


Week Five

Day 21 (Lesson 21) Day 22 (Lesson 22)

Introduce Spelling Words(15 min)

Today’s Tricky Words:there, said , says, word(10 min)

Sounds and SpellingsReview (10 min)

Comprehension Assessment “TheCatfish” (20 min)

Today’s Tricky Wordscould , would , should (10 min)

Wiggle Cards (5 min)

Partner Reading: “TheChips” (25 min)

Dictation Identification (10 min)

Skills Assessment (15 min)

Student Spelling Assessment

60 min. 60 min.

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Unit Overview

Review of Vowel Spellings

Vowel sounds are made with an open mouth and unobstructed ow of air.

There are eighteen vowel sounds in English, and ve are quickly reviewed

in this unit. These are the single-letter spellings for the ve “short” vowelsounds:

• ‘o’ > /o/ ( hop )

• ‘e’ > /e/ ( pet )

• ‘a’ > /a/ ( hat )

• ‘i’ > /i/ ( it )

• ‘u’ > /u/ ( but )

In Unit 1, students are not asked to read words with vowel digraph spellings

like ‘ee’, ‘aw’, ‘oe’, and ‘ai’. They also are not asked to cope with tricky

spellings for vowel sounds, like the letter ‘a’ which routinely stands for both

/a/ ( cat ), /ae/ ( table ), /o/ ( water ), and schwa ( about ). In the words and stories

students encounter in Unit 1, the letter ‘a’ is always pronounced /a/ as in cat.

The complexity surrounding vowel sounds and spellings is much reduced in

Unit 1 because only the ve spellings listed above are used.

Review of Consonant Spellings

In Unit 1, the following spellings for consonant sounds are reviewed rapidly:

• ‘t’ > /t/ ( top ), ‘tt’ > /t/ ( sitting ), and ‘ed’ > /t/ ( asked )

• ‘d’ > /d/ ( dot ), ‘dd’ > /d/ ( add ), and ‘ed’ > /d/ ( filled )

• ‘p’ > /p/ ( pot ) and ‘pp’ > /p/ ( napping )

• ‘b’ > /b/ ( bat ) and ‘bb’ > /b/ ( rubbing )

• ‘c’ > /k/ ( cat ), ‘k’ > /k/ ( kid ), ‘cc’ > /k/ ( hiccup ), and ‘ck’ > /k/ ( black )

• ‘g’ > /g/ ( gift ) and ‘gg’ > /g/ ( egg )

• ‘ch’ > /ch/ ( chin ) and ‘tch’ >/ch/ ( itch )

• ‘j’ > /g/ ( jump ), ‘g’ > /g/ ( gem ), and ‘ge’ >/ ge/ ( fringe )

• ‘f’ > /f/ ( fit ) and ‘ff’ > /f/ ( stuff )

• ‘v’ > /v/ ( vet ) and ‘ve’ > /v/ ( twelve )

• ‘s’ > /s/ ( sun ), ‘ss’ > /s/ ( dress ), ‘c’ > /s/ ( cent ), ‘se’ > /s/ ( rinse ), and

‘ce’ > /s/ ( prince )

• ‘z’ > /z/ ( zip ), ‘zz’ > /z/ ( buzz ), and ‘s’ > /z/ ( dogs )

• ‘th’ > /th/ ( thin ) as a spelling for (unvoiced) /th/

• ‘th’ > /th/ ( them ) as a spelling for (voiced) /th/

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• ‘m’ > /m/ ( mad ) and ‘mm’ > /m/ ( swimming )

• ‘n’ > /n/ ( nut ), ‘nn’ > /n/ ( running ), and ‘kn’ > /n/ ( knock )

• ‘ng’ > /ng/ ( sing ) and ‘n’ > /ng/ ( pink )

• ‘sh’ > /sh/ ( shop )

• ‘h’ > /h/ ( hot )

• ‘w’ > /w/ ( wet ) and ‘wh’ > /w/ ( when )

• ‘l’ > /l/ ( lip ) and ‘ll’ > /l/ ( bell )

• ‘r’ > /r/ ( red ), ‘rr’ > /r/ ( ferret ), and ‘wr’ > /r/ ( wrist )

• ‘y’ > /y/ ( yes )

• ‘x’ > /x/ ( tax ) as a spelling for the sound combination /x/ (/k/ + /s/)

• ‘qu’> /qu/ ( quit ) as a spelling for the sound combination /qu/ (/k/ + /w/)

The list includes the basic code spelling for each consonant sound as well

as some common spelling alternatives. When a sound can be spelled morethan one way, we say it has spelling alternatives. For example, the sound /k/

can be spelled several different ways: cat , kit , soccer , and rock are the four

spellings reviewed quickly in Unit 1.

The consonant list for Unit 1 also illustrates another kind of complexity in

our writing system: the existence of what we call tricky spellings. When a

spelling can represent more than one sound, we say it is a tricky spelling.

For example, notice the tricky spelling ‘s’ can stand for /s/ as in cats or /z/ as

in dogs. Tricky spellings cause problems for us when we are reading. When

we come upon an unfamiliar printed word with an ‘s’ in it, we may need to

try pronouncing the ‘s’ as /s/ and then as /z/ in order to correctly identify theword. The list of consonant spellings also includes digraph (two-letter) and

trigraph (three-letter) spellings, such as: (1) ‘sh’ in shop; ( 2) ‘ng’ in sing; ( 3)

‘se’ in rinse; and ( 4) ‘tch’ as a spelling for /ch/ as in itch.

In digraph spellings, two letters stand for one sound, but they are not the

same two letters. You may choose to teach students the terms digraph and

trigraph. An alternative, which works for both digraphs and trigraphs, is to

characterize the letters as a “letter team,” where two letters work together to

stand for one sound. Whatever terms you use, it is extremely important for

students to understand a letter can stand for a single sound all by itself or it

can work with other letters to stand for a single sound. For example, when

discussing the word rinse, we encourage you to talk about how the ‘s’ andthe ‘e’ work together as a letter team to stand for the /s/ sound, just like the

letters ‘t’ and ‘h’ work together to stand for the /th/ sound in the word with.

The consonant sounds are listed in a particular order to help you learn more

about the sounds. The rst 14 consonants are unvoiced and voiced pairs like

/s/ and /z/, /f/ and /v/. When comparing these sounds, you will notice your

vocal box vibrates when saying voiced consonants, while it does not with

unvoiced consonants. The voiced and voiceless pairs sometimes “share”

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spellings. For example, ‘s’ is a spelling for the voiceless /s/ in cats and the

voiced /z/ in dogs. Having a deep understanding about the sounds of our

language can help you explain sounds and spellings to students.

An understanding of the sounds of the language and the similarities among

them can also help you understand students’ spelling. Sometimes even the

strangest-looking “invented” spellings make sense if you understand whichsounds are similar to other sounds. Young children often misspell a word by

choosing a spelling for a sound that is similar to the sound they are trying

to spell. For example, a student who writes chump for jump has confused

sounds made with the same mouth position. The ‘ch’ spelling can therefore

be seen as closer to the correct spelling than we might initially assume.

Review of Tricky Words

The term “Tricky Word” is used in this program to refer to a word not

pronounced quite the way you would expect based on the letters in its

printed form, or is not spelled quite the way you would expect based on the

sounds in the spoken word. Students will review the Tricky Words a, the, he, she, we, be, me, was, of , from, to, do, down, how, what , where, why , once,

one, two, could , would , should , there, said , says, and word . These words

were taught in Kindergarten and Grade 1 of the program, so they should be

familiar to students who had the program last year. These words are used so

often they are likely to be familiar to students who were in other programs as

well.

A few words should be said about “sight words.” The term sight word is

often used to describe a common word students should practice reading

and learn to recognize rapidly. At the same time, a sight word may describe a

Tricky Word. We believe it is necessary to distinguish between words that aregenuinely tricky (words like one, of , two, who, and could ) and words that are

high-frequency but pronounced as expected (words like in, at , on, this, that ,

and up ). Words in this last category should not be taught as Tricky Words,

because there is actually nothing tricky about them. They can be read via

blending and students should be encouraged to read them that way.

Review of Two-Syllable Words

Two-syllable words are reviewed in Unit 1 lessons. However, few two-syllable

words are used in the Reader in order to keep readability levels as easy as

possible.

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Review of the Past Tense Suffix –ed

The past tense sufx –ed is reviewed in Unit 1 (the sufx –ed is also referred

to as the past tense marker and the past tense ending). It can be pronounced

three different ways:

• /e/ + /d/ when it follows the /t/ sound or the /d/ sound, like busted or

added

• /t/ when it follows a voiceless sound, like kicked or huffed

• /d/ when it follows a voiced sound, like planned or strummed

Often the mouth will guide students to the correct pronunciation. Spelling

may take longer to come into focus. Some students may initially produce

faulty past tense forms like markt and plannd .

A Note on Spelling, Grammar, and Writing

Spelling: Because students are still learning spellings for sounds, it is not

appropriate to expect perfect spelling at this point. Students’ abilities tospell the letter-sound correspondences taught will lag behind their ability to

read. In students’ daily writing, you should continue to accept phonemically

plausible spelling, e.g., hed for head , hunnee for honey , cot or cawt for

caught .

It is, however, important for students to understand conventional spelling is

expected for written work completed by adults and older students. In Grade

2, we help students make this transition by beginning to include weekly

spelling assessments. Students will receive spelling word lists to take home

and practice at the beginning of the week. These words include the sound-

spelling correspondences students have learned and reviewed, as well as

Tricky Words. Students will be assessed on these same words at the end of

each week.

In Unit 1, the spelling words should be very easy for second grade students

as only words spelled with the basic code will be given as spelling words.

Starting in Unit 2, the spelling words will become more challenging as they

begin to include various spelling alternatives. The inclusion of the spelling

alternatives will mean, in order to be successful on the weekly spelling

assessment, students must practice the way these particular words are

spelled.

Grammar: Unit 1 will review the basics of sentence building, punctuation,

and capitalization.

Writing: Within the Skills Strand, students also receive instruction in the

writing composition process. In Unit 1, students will review/practice writing

complete sentences when answering questions. Instruction in later units will

include explicit instruction for writing in different genres.

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Decodable Stories and Worksheets

The Cat Bandit

The Reader for Unit 1 is The Cat Bandit . The stories tell of the adventures of

a hungry cat and the increasingly clever ways he gets food items seemingly

out of his reach. The stories in the CKLA program are 100% decodable,meaning they are made up entirely of spellings and Tricky Words introduced

or reviewed quickly in class during previous lessons.

The stories in The Cat Bandit are short and quite simple. They are designed

to help students ease back into reading. The length and complexity of the

stories will increase as students review more letter-sound correspondences.

There will be a signicant increase in length from the Unit 1 Reader to the

Unit 2 Reader.

We strongly recommend you have students engage in partner reading.

Partner reading involves two students taking turns reading both new and old

stories aloud to each other. The National Reading Panel (2000) found that repeated oral reading boosted reading achievement, and partner reading is

an efcient way to conduct repeated oral reading. Planning and establishing

a partner reading routine with students will help this activity run smoothly;

you should take into consideration: (1) where students will partner read in the

classroom; (2) good partner reading manners, such as taking turns; and (3)

what to do when students nish reading a story before other partner pairs.

In addition to partner reading, there are other effective oral reading methods.

Some suggestions are:

Whole group reading

Students should follow along as classmates take turns reading aloud.

However, avoid Round Robin reading.

Small group reading

Some students can read aloud in a small group with the teacher, while other

students partner read or engage in other activities.

During reading time, it is important to circulate and listen to students read. Utilize

the provided Anecdotal Reading Record located in the Teacher Resource Section

at the end of this Teacher Guide to note students’ progress. You can make

multiple copies of the blank record to have on hand when listening to studentsread aloud. You should strive to hear every student read aloud at least once or

twice each week.

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Comprehension is the goal of learning to read. We include comprehension and

discussion questions in the Teacher Guide. The questions in the Discussion

Questions boxes are labeled Literal , Inferential , or Evaluative. Literal questions

can be answered by citing a specic text reference or illustration. Inferential

questions require understanding and interpretation of text or illustrations.

Evaluative questions require students to access prior knowledge, synthesize, and

hypothesize an answer.

Components

Teacher Guides

The Teacher Guides outline the lessons. There is one Teacher Guide for each

of the six units.

Workbooks

Workbooks contain worksheets for students to complete as part of the lessonas well as Pausing Point worksheets for additional practice. There is one

Workbook for each unit and every student needs a copy. In the early units,

most directions will contain words that are not decodable based on the code

knowledge taught. These directions are printed vertically along the margin

of the page so a family member or the classroom teacher will read them to

students. In later units, as more words become decodable, directions are

written at the top of the worksheet for students to read independently.

Readers

The Readers for Units 1–4 contain 100% decodable text for students to

read. There is one Reader for each unit and all students should have theirown copy. Not all stories in each Reader are read during class time; some

selections are provided for use as enrichment, evaluation, and/or reteaching.

Although not all words in Unit 5 are decodable based on the code knowledge

taught, students are taught to apply what they know to segments of words.

This assists students in learning how to read unfamiliar text. Unit 5 provides

a foundation for students to read content vocabulary in Unit 6. The Reader in

Unit 6 contains content vocabulary based on the War of 1812.

Code Flip Books

Each classroom should have two Code Flip Books. One chart has all of the

vowel spellings and the other has all of the consonant spellings. These charts

have replicas of the Spelling Cards on each page. Throughout the grade,

teachers will be directed to turn to specic pages for the explicit teaching of

the lesson.

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Individual Code Charts

Students are provided with a condensed copy of the Code Flip Books,

called the Individual Code Chart. These charts are referenced in all units. As

students learn or review code knowledge, they are asked to use markers to

trace over the Sound Spelling Cards to acknowledge learning them. By the

end of Grade 2, students will have traced over all of the sound spellings inthe Individual Code Charts. Students are encouraged to use their Individual

Code Chart as a reference throughout the school day whenever they are

reading and writing.

Spelling Cards

Each classroom has one set of the Spelling Cards. These are the size of a

deck of cards. They are referenced in lessons. Teachers will be directed to

tape these cards to each Code Flip Book as they explicitly teach the sound

spellings.

Media Disk The Media Disk allows you to present a Skills story as a demonstration story

using a computer and a projector or Smart Board. The disk may also be used

on a single computer by students who wish to read the story in a different

format for practice.

Additional Support Materials

Assessment and Remediation Guide

A separate publication, the Assessment and Remediation Guide, providesfurther guidance in assessing, analyzing, and remediating specic skills.

This guide can be found online at http://www.coreknowledge.org/AR-G2-U1.

Refer to this URL for additional resources, mini-lessons, and activities to

assist students who experience difculty with any of the skills presented in

this unit.

The Fluency Packet

The Fluency Packet is provided for use at your discretion. Please see the

Introduction section in the packet which outlines directions for its use. The

Fluency Packet can be found online at http://www.coreknowledge.org/G2-FP.

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12 Unit 1 | Back-to-School Week © 2013 Core Knowledge Foundation

Back-to-School Week We have created these Back-to-School lessons (Lessons 1–5) to helpstudents remember the daily routines and exercises associated with Core

Knowledge Language Arts (CKLA). In addition to reacquainting students

with these routines, the lessons are also designed to ensure the results of

the placement assessments administered in Lessons 6–10 accurately reect

the reading skills and code knowledge students mastered at the end of last

school year.

After the summer break, all students need time to reacclimate to the school

environment. The Back-to-School lessons are designed to provide just such

an opportunity for students. They will also provide an opportunity to begin to

get to know students as you observe the skills they use to complete these

review lessons in which no new skills are introduced.

Please take the time to reteach these procedures thoroughly, making sure

you present at least part of every exercise in each lesson. Use the time

recommendations for each exercise as a guideline. If you nd you have

exceeded the time estimated for the initial activities in a lesson, please adjust

the remaining exercises accordingly by doing fewer items per exercise.

For example, you may nd you do not have time, especially in the rst

lesson(s), to model how to respond to every question on the story

comprehension worksheets. In this case, model responses to several

questions, but do not feel compelled to complete all of the questions on the

worksheet. Remember the point of these Back-to-School lessons is to remindstudents of the CKLA routines. If necessary, do fewer items per exercise, but

try to do all exercises in every lesson.

As children relearn the procedures, your presentation of each lesson will

become more efcient. Do not get frustrated in these rst days if it takes a

little longer to do portions of the lessons. It will come back to the students

and everyone will benet from the time taken to establish a routine.

The following exercises are included in each Back-to-School lesson:

Code Flip Book and Individual Code Chart Review

Students who participated in CKLA in Kindergarten and Grade 1 are very

familiar with the introduction and review of letter-sound correspondences

using the same format incorporated in the Grade 2 Code Flip Books and

Individual Code Charts. In Grade 2, code information is presented to students

using two instructional tools: (1) Code Flip Books for group instruction, one

for consonants and one for vowels, and (2) Individual Code Charts for each

student.

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Unit 1 | Back-to-School Week 13© 2013 Core Knowledge Foundation

The Code Flip Books are used with a set of Spelling Cards afxed to the

appropriate Code Flip Book pages as sounds and spellings are reviewed in

Unit 1. The Code Flip Books show (in gray print) the spellings for all sounds

taught in Grade 2. As you review the sounds in this unit (and introduce new

sounds in the later Grade 2 units), you will be asked to place the Spelling

Card on the appropriate Code Flip Book page.

Each Spelling Card is printed front and back. One side of the card shows the

sound:

/a/The other side of the card shows three things:

ahat

The top of the card shows the spelling. The bottom shows a sample wordcontaining the spelling. In the middle is a power bar. The power bar gives an

indication of how common this spelling is for the sound it represents. A long

power bar stretching almost across the card means this is the main spelling

for the sound and there are very few words that have this sound spelled any

other way. A very short power bar means the spelling is less common and

occurs in fewer English words.

The Code Flip Book and Individual Code Chart exercises in the Back-to-

School lessons will introduce students to the use of both of these new tools,

as well as provide a very rapid review of the letter-sound correspondences

taught in the earlier grade levels.

Note: The exercises in the Back-to-School lessons are not designed to

teach letter-sound correspondences to students who have not mastered

the code in earlier grades. Students who have large gaps in their code

knowledge will be identified through the placement tests presented during

Lessons 6–10 of this unit so they can be placed appropriately in the level of

CKLA materials meeting their individual instructional needs.

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14 Unit 1 | Back-to-School Week © 2013 Core Knowledge Foundation

As noted earlier, the Back-to-School lessons are intended to “prime the pump,”

reminding students to think about letter-sound correspondences and the

written English code after the summer break. Keep the Code Flip Book and

Individual Code Chart exercises briskly paced so they do not become tedious.

Do encourage students to use their Individual Code Charts whenever they are

reading and/or writing throughout the day, not just during the Skills instructionportion of the language arts block. This reinforces applying the skills they are

learning during language arts whenever they are reading and writing.

To take full advantage of the Individual Code Charts, it is important that

you and students understand the logic with which the various letter-sound

correspondences have been grouped on the Individual Code Charts:

• Consonant sounds are grouped separately from vowel sounds.

• Consonant sounds resembling one another are often included on the same

chart. For example, Code Charts 1–4 show voiced and unvoiced consonant

sounds and similar spellings.

• Code Charts 5–6 include all of the remaining, unrelated consonant sounds

and spellings.

• Spellings for short vowel sounds are included on Code Chart 7, with the

spellings for long vowel sounds on Code Chart 8. Code Chart 9 groups all

of the vowel digraph spellings and Code Chart 10 includes the spellings for

r-controlled vowels.

Chaining

Students have been completing chaining exercises in CKLA since the earliest

Kindergarten Units. This critical activity reinforces students’ abilities to

manipulate the sounds in words in which only a single phoneme/grapheme ischanged (added or deleted) at a time, like cat > hat ; cat > cab; at > hat ; or

cat > at .

In the early grades, students chained by manipulating individual letter cards

on either an individual Chaining Folder or group pocket chart. In Grade 2,

chaining activities are completed either by the teacher or student writing on a

blackboard, a whiteboard, a Smart Board, or chart paper.

During the Back-to-School lessons, present the chaining exercise exactly as

it is written.

Dictation A simple dictation exercise in each lesson is included to remind students

about the connection between decoding and encoding, i.e., reading and

writing. Encourage students to actively and openly refer to their Individual

Code Charts, if needed, during this portion of the lesson.

Once the dictation is completed, review and model the correct spelling for each

word and instruct students to correct their own work by simply crossing out

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Unit 1 | Back-to-School Week 15© 2013 Core Knowledge Foundation

any incorrect spelling, then copying and writing the correct spelling next to it.

There should be no stigma associated with having spelled a word incorrectly;

teachers may want to comment that it’s normal to make mistakes, especially at

the beginning of the year. Emphasize to students the importance of recognizing

and understanding when a mistake has been made and correcting the error.

Students should complete dictation exercises in a notebook, which offers theadvantage of providing an ongoing written record of each student’s work.

Oral Reading

Practice stories for students to read aloud during the Back-to-School lessons

are included in the Student Workbook. These selections are from the Grade 1,

Unit 5 Reader, Kate. Although these stories were excerpted from the Grade 1

reader, some students might nd them to be challenging on the heels of

summer vacation. Therefore, the Back-to-School stories are read aloud

chorally with the entire class. You will read (solo) some parts of the story

aloud as students listen and follow along. The entire class will then join you

from time to time in reading a sentence or two aloud together.

The point in reading these stories chorally is to ensure a measure of reading

success and enjoyment in the opening days of school. Once you have

practiced reading the stories in class, we encourage you to send the story

worksheet(s) home for students to read aloud with their families.

Story Comprehension

Each practice story in the Back-to-School lessons is accompanied by a

story comprehension worksheet. These worksheets are similar to those

students completed in the Grade 1 CKLA materials and are also similar to

the assessment story questions students will be asked to complete duringassessment in Lessons 6–10.

As with the other Back-to-School exercises, the purpose of these worksheets

is to reacquaint students with procedures used to answer story questions and

complete worksheets. You will note the lesson directs you to model this for

students. Please be sure to model the responses to several story comprehension

questions in each lesson. As noted earlier, if there is not sufcient time to

model and complete all of the questions, especially in the early lessons, model

responses to just a few questions, instead of completing them all.

Please do not skip the modeling and simply assign students to complete the

questions entirely on their own at this point in the year.Throughout this unit and others, whenever the lesson suggests the teacher

model the completion of a worksheet, you should choose the most

convenient and effective method of reproducing and displaying the worksheet

for all to see. This may include making a transparency of the worksheet and

using an overhead projector, scanning the page and projecting it on a Smart

Board, or writing the worksheet exercises on chart paper or a whiteboard.

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16 Unit 1 | Lesson 1© 2013 Core Knowledge Foundation

Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core

State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for

additional standards addressed in all lessons in this unit.

Lesson 1 Back-to-School

Use knowledge of the letter-sound

correspondences that have been taught to

distinguish and correctly read long and short

vowels in one-syllable words: ‘a’ > /a/;

‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/ (RF.2.3a)

Read and write words with the followingletter-sound correspondences: ‘a’ as /a/ (hat),

/ae/ (paper), /ə/ (about), or /aw/ (wall ); ‘i’ as /i/

(hit ), /ie/ (item), or /ee/ (ski ); ‘o’ as /o/ (hop),

/oe/ (open), or /u/ (son); ‘e’ as /e/ ( pet ), /ee/

(me), or /ə/ (debate); ‘u’ as /ue/ (unit ) or /u/

(but ); ‘ph’ > /f/ ( phone), /ie/ (try ), /i/ (myth), or

/ee/ (funny ); ‘ir’ (bird ), ‘ur’ (hurt ), or ‘er’ as

/er/ (her ); ‘ar’ > /ar/ (car ) or /or/ (war ); ‘al’ >

/ə/ + /l/ (animal ); ‘il’ > /ə/ + /l/ ( pencil ); ‘ul’ >

/ə

/ + /l/ (awful ); ‘el’ > /ə

/ + /l/ (travel ), ‘le’ >/ə/ + /l/ (apple); ‘tion’ > /sh/ + /ə/ + /n/; ‘ph’ >

/f/ ( phone); ‘ch’ > /k/ (school ); ‘a’ > /o/ (water )

(RF.2.3e)

Spell and write one-syllable words using

the letter-sound correspondences taught in

Grade 2, using the Individual Code Chart as

needed (L.2.2d)

Read and understand decodable text that

incorporates letter-sound correspondencestaught, with purpose and understanding

(RF.2.4a)

Read decodable text that incorporates the

letter-sound correspondences taught with

sufficient accuracy and fluency to support

comprehension (RF.2.4)

Use phonics skills in conjunction with

context to confirm or self-correct word

recognition and understanding, rereading as

necessary (RF.2.4c)

At a Glance Exercise Materials Minutes

Warm-UpCode Flip Books and Chart

Review

Code Flip Books; Spelling Cardsfor /a/, /i/, /p/, /b/, /t/, /d/; tape;Individual Code Chart; fine-tip

green and red markers

15

Chaining Teacher Chaining 10

Writing Dictation notebooks; pencils 10

Reading TimeWhole Group: “Kate Visits

Nan”

Worksheet 1.1; projectionsystem

15

Comprehension Story QuestionsWorksheet 1.2; projection

system10

Take-Home Material Family Letter Worksheet 1.3 *

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Unit 1 | Lesson 1 17© 2013 Core Knowledge Foundation

Advance Preparation

Prior to the lesson, organize a complete set of the Individual Code Charts

for each student. Make sure you have all 10 charts for each student, arrange

them in the page order indicated and then clip a notebook ring through each

set of charts.

Warm-Up 15 minutes

Code Flip Books and Chart Review

• Before beginning this exercise, display both the Consonant Code Flip Book

and the Vowel Code Flip Book within view of all students; also have the six

Spelling Cards listed in At a Glance readily available.

• Briey ip through either or both of the Code Flip Books and help students

recall that the information on these pages looks similar to CKLA Grade 1

instruction.

• Explain the Code Flip Books are just like last year’s—one Code Flip Book

shows the vowel sounds and their spellings and the other shows the

consonant sounds and their spellings. Remind students vowel sounds like /a/

and /i/ are made with an open mouth. Consonant sounds like /m/ and /s/ are

made with parts of the mouth touching or closed, so the air coming out of the

mouth is blocked.

• Today’s spellings can be found on the following pages of the Code Flip

Books; you may want to tab these pages with sticky notes for easy reference.

Vowel Code Flip Book Pages

1. ‘a’ > /a/ ( hat ) Vowel Code Flip Book on page 1

2. ‘i’ > /i/ ( it ) Vowel Code Flip Book on page 2

• Show students the /a/ Spelling Card with the ‘a’ hat side facing students.

Point to the ‘a’ and ask students to name the letter. Then read the word hat

and remind them the letter ‘a’ is used to spell and write /a/ in English words.

Remind students /a/ is a vowel sou

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